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Social ecological perspective
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Since being developed by Bronfenbrenner in 1979 social ecological perspectives have been widely used to formulate practice guidelines and government policies when planning service needs for children, young people and their families. This essay will discuss what a social ecological perspective consists of, what limitations it may incur and how it can assist us in developing best practice and understanding when working with children, young people and families. It will draw on examples from K218 for illustrative purposes. Social ecological perspectives are often described as a web of relationships (k218, Learning guide 3, 3.1). They make us aware that each individual has many defining factors making up who they are. Social ecological perspectives have the child/young person at the centre and show how they are connected to the family, community and society as a whole. They demonstrate the layers that go into making the individual and show that everybody has a unique set of circumstances that affect the person they are, their achievements, social standing and even their health. Social ecological perspectives give us the opportunity to quantify these factors and offer a tool to collate the data, giving us the chance to see how factors such as employment, housing or demographic area can affect life chances in both the short and long term. Social economic perspectives tell us that to fully understand the individual we must also understand their environment and how they are connected to it. Rather than just looking at the child or young person on a standalone basis we must look at what factors affect their behaviour, where they are living, what the home or community environment is like and try to respond appropriately to this. Social eco... ... middle of paper ... ...gical perspectives are very useful in identifying areas of need and identifying “at risk” groups; they allow practitioners to target whole areas of society simultaneously and can be used to encourage social change. However, on individual levels they should be used with some care to ensure that each person’s needs are met and that factors not related to the wider community can be targeted. Bibliography Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection The open University (2011) K218 Readings, Working with children, young people and families, Milton Keynes, The Open University The Open University (2011) K218 Working with children, young people and families, Learning guide 3 “A web of relationships” The Open University http://learn.ac.uk/mod/oucontent/view.php?id=604235&direct=1 (accessed 8/11/2011)
This essay aims to explore the characteristics that make a good quality social work assessment in child care. Martin (2010) stated that there was “no single agreed definition of social work assessment.” Coulshed and Orme (2006, p24) did not offer a formal definition but they described assessment as “…a basis for planning what needs to be done to maintain, improve or bring about change in the person, the environment or both.” According to the Maclean and Harrison (2015) good assessments must be “purposeful and timely.” This is because practitioners need to be clear about why they are carrying out assessments and what it is they wish to achieve at the end of that assessment.
Ecology in early childhood education means the study of the relationships and interactions between human groups and their surrounding conditions that impact on the child’s development and learning. Any changes to the surrounding conditions start from the most intimate home ecological system moving outward to the larger school system and the most expansive system which is society and culture. Each of these systems inevitably interacts with and influences each other and every aspect of the child’s life. According to famous psychologist Urie Bronfenbrenner’s ecological systems theory, ‘he divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem’ (Study.com
Environment says a lot about identity, past, and future. Primary environment has the most effect on shaping a child. According to a US National Library of Medicine research study, ”The physical environment and child development: An international review” it says, “What we do know suggests that the physical environment experienced by children impacts their cognitive and socioemotional development across the lifespan, from the prenatal period through adulthood.” In children this is especially important because a child develops most between the ages of two and five. There are three key elements that contribute to a healthy physical for young children, an adequate standard of living (mainly sufficient food, clothing, and housing), healthcare, and safety from injury, violence, and environmental hazards. In The Other Wes Moore, Wes(a) had
The Open University (2010) K101 An introduction to health and social care, Unit 1, ‘Care: a family affair’, Milton Keynes, The Open University.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The environment has to be safe and secure and equal attention according to the needs of the child is necessary. The Act puts emphasis on the welfare and rights of the child, teachers and support staff must effectively communicate with children and young people respecting their views, wishes and feelings. Again, procedures for reporting concerns and information sharing have to be followed. Professionals such as social workers under the Act are permitted to make investigations and where significant harm is apparent; the police are permitted to take the child.
While at university I developed knowledge of the Children Act 1989 and 2004 and how to apply them in practice along-side other legislation required children and family social worker. The Children Act 1989 allocates duties to local authorities, courts, parents and other agencies to ensure that children's welfare is paramount and are safeguarded. This legislation supports children being brought up by their families and making provisions for families that are experiencing challenges and when families cannot co-operate with statutory bodies.
Hendrick, H. (2005) Child welfare and social policy: an essential reader. Bristol: The Policy Press.
Child welfare and family services: Policies and practices, USA: Parson Education Inc. Garbarino, J. (1992) The 'Secondary' of the 'Secondary' of the 'Secon Children and Families in the Social Environment, New York, NY: Walter De Gruyter, Inc. Walls, J. (2005). The 'Secondary' of the 'Secondary The Glass Castle, New York, NY: SCRIBNER.
Working Together to Safeguard Children, March 2015: A guide to inter-agency working to safeguard and promote the welfare of children.
Staples, M., Meegan, J., Jeffries, E. and Bromley S. (2012) ‘Learning Companion 2’, Introducing the Social Sciences, Milton Keynes, The Open University.
Dr Sam Wass, Dr Elizabeth Kilby and Psychologist Paul Howard Jones take a look at children from the age of 4, 5 & 6 years. In particular they observed differences in how they socially interact, communicate with peers, and learn to share, stand up for themselves and find their place in new social groups. This takes place through hidden cameras and microphones, this enables them to oversee it all in the background and evaluate the situations throughout the documentary.
This case study is based on a children and family organisation in the voluntary sector; based in North West London. This national charity has local schemes across London; working tri-borough within covering Westminster, Kensington and Chelsea and Hammersmith and Fulham. Families are supported with practical and emotional
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
The Open University (2003) U212, Childhood, Video 1 Band 3 ‘Representations of childhood’ Milton Keynes: The Open University